]]>Comment on How To Give Effective Feedback to Language Learners?: An Example of Vygotskian Responsive Assistance by ketaninkoreahttps://markrass.wordpress.com/2017/02/08/how-to-give-effective-feedback-to-language-learners-an-example-of-vygotskian-responsive-assistance/comment-page-1/#comment-573
Wed, 08 Feb 2017 06:44:45 +0000http://markrass.wordpress.com/?p=1789#comment-573Reblogged this on So, You Think You Can Teach ESL? and commented:
This is excellent for finding ways to give effective feedback to your learners.

]]>Comment on Using A Game-Design Enhanced Approach to TBLT: The Example of The Social Deception Tabletop Game “Coup”: by Rewards and Quests as Motivation and Tasks in L2TL: A Review of “Hearthstone: Heroes of Warcraft” | The DMZ Linguisthttps://markrass.wordpress.com/2017/02/01/using-a-game-design-enhanced-approach-to-tblt-the-example-of-the-social-deception-tabletop-game-coup/comment-page-1/#comment-568
Fri, 03 Feb 2017 04:15:37 +0000http://markrass.wordpress.com/?p=1516#comment-568[…] This review assess the potential for game-design enhanced second language teaching and learning of Hearthstone: Heroes of Warcraft. For background reading about the philosophical and linguistic-theoretic foundation for the approach used in this review, see here and here. […]

]]>Comment on Game-Design Enhanced Language Teaching by Rewards and Quests as Motivation and Tasks in L2TL: A Review of “Hearthstone: Heroes of Warcraft” | The DMZ Linguisthttps://markrass.wordpress.com/2017/01/21/game-design-enhanced-language-teaching/comment-page-1/#comment-567
Fri, 03 Feb 2017 04:15:34 +0000http://markrass.wordpress.com/?p=1251#comment-567[…] the philosophical and linguistic-theoretic foundation for the approach used in this review, see here and […]

]]>Comment on Game-Design Enhanced Language Teaching by Using A Game-Design Enhanced Approach to TBLT: The Example of The Social Deception Tabletop Game “Coup”: | The DMZ Linguisthttps://markrass.wordpress.com/2017/01/21/game-design-enhanced-language-teaching/comment-page-1/#comment-563
Wed, 01 Feb 2017 01:38:29 +0000http://markrass.wordpress.com/?p=1251#comment-563[…] This essay attempts to both describe and motivate the Bridging Activities Cycle for game-design enhanced TBLT. For further foundational reading into the philosophical and theoretical motivations for using games and taking a game-design approach to TBLT, see here. […]

]]>Comment on High Upon A Mountain Top by ESMEhttps://markrass.wordpress.com/2012/09/26/high-upon-a-mountain-top/comment-page-1/#comment-562
Tue, 31 Jan 2017 07:59:23 +0000http://markrass.wordpress.com/?p=7#comment-562you have more experiences with Namsan than me 🙂 i wish i could be there with you.

]]>Comment on The 20/80 Experience: A look at English Input/Output at one Korean Middle School by The Adventurerhttps://markrass.wordpress.com/2013/04/11/the-2080-experience-a-look-at-english-inputoutput-at-one-korean-middle-school/comment-page-1/#comment-396
Mon, 07 Apr 2014 04:22:17 +0000http://markrass.wordpress.com/?p=969#comment-396Excellent for you to bring up Krashen’s input, and Swain’s output hypothesis side by side. I recently wrote a language teachers philosophy that uses their theories as my SLA foundation. I see no need for their theories to compete, but I also see no need to depend completely on one or the other. They both seem to correlate well to Chompsky’s Langauge Acquisition Devise. Since learning of their conceptions of language acquisition, I have changed my approach to learning Korean, and feel enormously more effective in my SLA, and well as teaching with these theories in mind.

]]>Comment on Linguistic change in Korean kinship terms by signalshttps://markrass.wordpress.com/2013/10/02/linguistic-change-in-korean-kinship-terms/comment-page-1/#comment-385
Tue, 21 Jan 2014 15:21:12 +0000http://markrass.wordpress.com/?p=1199#comment-385It’s neither new but nor is it very common, growing phenomenon.

This phenomenon existed as early as the early 1970s for young women who were participating in traditionally male sporting/physical activities, mostly centered around the martial arts when they were still young adult, not children’s activities.

In the martial arts and athletic contexts as young adults, there are many social situations where the senior/junior 선배/후배 distinction between males and females (as they would in say, classmates in the same university department) will not suffice, nor will oppa 오빠 even come close to conveying the correct amount of mutual respect.

To put it another way, males forms of respectful address end in -님 (형님 or 누님) as opposed to the more familiar/intimate 형 or 누나. This form of address simply isn’t available to females. 오빠 and 언니 imply more familiar relationships and while there is an archaic, out-of-use term (오라버니) for a female to refer to an elder brother, it’s not common. In fact, while most modern Koreans would be familiar with the term and know what it means, many wouldn’t be able to tell you in which social context it should be used which follows that they’ve never used the terms themselves.

So take this female who is in an almost exclusively male environment in a traditionally male activity, who will in speech refer to males in the third person (grammatically correctly) as 형/형님s when addressing other males it soon follows that she herself (more than likely a ‘tomboy’) refers to those specific elder males as hyung.

This phenomenon exists but is limited to athletics (particularly martial arts such as judo/yudo and taekwondo), professional military, professional police and classmates in 2-3 year vocational/technical colleges.

I’m not sure if this form of address is something that women are expected to grow out of, particularly after marriage. My own experience to how that changes over time is limited. It’s well known in my family that one the tomboy aunts (on my mother’s side aka 이모) referred to my father as 형님 until he married my mother, at which point she changed to the kinship term of address.

]]>Comment on The one where I get Final Fantasy VII into a lesson by Jihyeihttps://markrass.wordpress.com/2013/09/09/the-one-where-i-get-final-fantasy-vii-into-a-lesson/comment-page-1/#comment-369
Mon, 23 Sep 2013 15:46:32 +0000http://markrass.wordpress.com/?p=1154#comment-369I like that numbers thing you do. Phil is taking a Korean class at the U and I help him study. Perhaps I can start using that to help him with Korean.